Scientific Explanation of Negative Impact of Seating on Learning

Mafuyai, Mabur Yaks; Babangida, B. G.; D, Kaburuk S.; Mankilik, Mangut; Jabil, Y. Y.

doi:10.9790/7388-04352226

Cited by 1 publication

(2 citation statements)

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“…The data for x are: 5, 6, 9, 14, 21 and the data for t are: 0, 1, 2, 3, 4. This script will generate a graph with time on the x-axis and distance on the y-axis, connecting the points (0, 5), (1,6), (2,9), (3,14), (4,21) with lines and marking the data points with circles.…”

Section: Appendix a Distance-time Graphmentioning

confidence: 99%

“…Examples in literature show that errors in manual plotting can arise from inconsistent scaling on axes, and reduced precision on lines of best fits due to limiting space [1]. A study whereby a phone application was developed to plot introductory physics graphs showed the gap between 'below average' and 'above average' students decreased and overall students' performance increased [2]. Therefore, plotting graphs electronically has potential to improve introductory physics learning.…”

Section: Introductionmentioning

confidence: 99%

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Graph plotting of 1-D motion in introductory physics education using scripts generated by ChatGPT 3.5

Ramkorun

2024

Phys. Educ.

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Introductory physics courses often necessitate students to graphically represent one-dimensional (1-D) motion and derive various physical parameters. Physical quantities are often solved by calculating either slope or the area under the graph. Instructors and students who do not have access to paid software must plot graphs by hand. This paper explores three introductory physics examples related to 1-D motion, and employs ChatGPT 3.5 to generate scripts that will produce graphs from raw data. It can generate scripts, based on accurate user inputs, in free programming languages like Python and/or GNU Octave to enable efficient graph plotting. Examples will be provided on calculating the slope of a distance–time graph and determining the area under a velocity–time graph. Given raw data, ChatGPT 3.5 may exhibit occasional inaccuracies when solving for physical parameters. However, user can communicate in English to modify the output. The author does not endorse the use of ChatGPT for academic misconducts such as assisting students to cheat in problem solving. Instead, ChatGPT is presented as a tool to enhance data visualisation for both instructors and students, which can potentially improve learning environments in introductory physics. This paper lays the groundwork for future initiatives, beyond the plotting of 1-D motion graphs, aiming to integrate artificial intelligence to assist more complex motion studies in physics learning environments.

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Section: Appendix a Distance-time Graphmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%